Abstract:
:The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interaction. The children with learning disabilities were found to be hyperresponsive to both interactions: They felt significantly worse following the unfriendly one and significantly better following the friendly interaction. Limited evidence was found to suggest that girls with learning disabilities were more adversely affected by the unfriendly interaction. Several of the findings were consistent with the hypothesis that children with learning disabilities show a learned helplessness response to social failure. The implications of these findings for understanding the social behavior of children with learning disabilities are discussed.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Settle SA,Milich Rdoi
10.1177/002221949903200302keywords:
subject
Has Abstractpub_date
1999-05-01 00:00:00pages
201-12issue
3eissn
0022-2194issn
1538-4780journal_volume
32pub_type
杂志文章abstract::Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102401006
更新日期:1991-12-01 00:00:00
abstract::This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300605
更新日期:1990-06-01 00:00:00
abstract::This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900403
更新日期:1996-07-01 00:00:00
abstract::The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200608
更新日期:1989-06-01 00:00:00
abstract::Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400707
更新日期:1991-08-01 00:00:00
abstract::Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416664865
更新日期:2018-01-01 00:00:00
abstract::This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with M...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411400746
更新日期:2012-07-01 00:00:00
abstract::This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949903200403
更新日期:1999-07-01 00:00:00
abstract::Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Res...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400306
更新日期:2001-05-01 00:00:00
abstract::Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibitin...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300210
更新日期:1990-02-01 00:00:00
abstract::This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability a...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194060390040901
更新日期:2006-07-01 00:00:00
abstract::Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412442151
更新日期:2012-05-01 00:00:00
abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194040370030501
更新日期:2004-05-01 00:00:00
abstract::This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400411
更新日期:2001-07-01 00:00:00
abstract::German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the Ame...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949202500603
更新日期:1992-06-01 00:00:00
abstract::Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and s...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700401
更新日期:1994-04-01 00:00:00
abstract::Although a number of experimental investigations into the effects of hemisphere stimulation on the reading performance of individuals with dyslexia are currently available, only a few studies have addressed the effects of treatment in the setting of an outpatient clinic. The present study reports on the reading result...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/002221949703000110
更新日期:1997-01-01 00:00:00
abstract::Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219419893649
更新日期:2020-03-01 00:00:00
abstract::The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412466703
更新日期:2014-09-01 00:00:00
abstract::The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each ty...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219420906452
更新日期:2020-07-01 00:00:00
abstract::The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit....
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411407861
更新日期:2011-07-01 00:00:00
abstract::A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400409
更新日期:1991-04-01 00:00:00
abstract::Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414562281
更新日期:2016-09-01 00:00:00
abstract::Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219410391191
更新日期:2011-03-01 00:00:00
abstract::The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,meta分析
doi:10.1177/002221949903200605
更新日期:1999-11-01 00:00:00
abstract::The experience of school-related stress during the transition to junior high school is compared in a sample of 59 students with learning disabilities (27 females, 32 males) and 402 students without learning disabilities (241 females, 161 males). Using a checklist of 11 stressful school events, the authors found that a...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949602900307
更新日期:1996-05-01 00:00:00
abstract::Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219410374237
更新日期:2011-01-01 00:00:00
abstract::The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...
journal_title:Journal of learning disabilities
pub_type:
doi:10.1177/002221949903200108
更新日期:1999-01-01 00:00:00
abstract::This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600406
更新日期:1993-04-01 00:00:00
abstract::Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800804
更新日期:1995-10-01 00:00:00